AN ENGLISH LANGUAGE OPTIMIZATION PROGRAM AT ITTIHADUL UMMAH
ISLAMIC BOARDING SCHOOL JARAKAN PONOROGO
THESIS
By :
BADIAH NIM: 204180154
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
SEPTEMBER 2022
AN ENGLISH LANGUAGE OPTIMIZATION PROGRAM AT ITTIHADUL UMMAH ISLAMIC BOARDING SCHOOL JARAKAN PONOROGO
THESIS
Presented to
State institute of Islamic studies Ponorogo in partial fulfillment of the requirement for the degree of sarjana in English education.
By : BADIAH NIM: 204180154
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING STATE INSTITUTE OF ISLAMIC STUDIES PONOROGO
SEPTEMBER 2022
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DEDICATION
Praise to Allah SWT for all His grace and guidance who has given me strength, health, and patience to complete this thesis. I have no power, effort, and ability, except with Allah's permission and by asking for His mercy. As well as sholawat and greetings to the prophet Muhammad SAW whom I hope will intercede on the Day of Resurrection. I dedicate this thesis for:
1. My parents, my beloved mother, Jamilah, and Jurin, who have supported me in completing this thesis. My brothers and sisters, Heriyani, Heriyanti, Mahmudi, Munakiroh, Budi Santria, Abdul Malik, and the last one, Puji Restoni, who have become best family for me.
2. Kh. Samuri Yusuf and Nyai Hj Fitri Wahyuni as my caregivers
3. My proud male and female As Syafi’iyah Islamic Boarding school friends 4. My English Tadris friends E who have become a friend to share knowledge 5. All my family and closest friends who always give encouragement and prayers
for me.
6. All my teachers, thank you for the knowledge and I ask for blessings as a result.
vi ABSTRACT
Badiah.2022. An English Language Optimization Program At Ittihadul Ummah Islamic Boarding School Jarakan Ponorogo Skripsi, Department of English Education, Faculty of Tarbiyah and Teacher Training, Ponorogo State Islamic Institute. Supervisor : Dra.
Aries Fitriani, M.Pd
Keywords: English language, Strategy, Media, Results.
English has an important role in the world because it is the language of international communication. English has 4 aspects that must be mastered: reading, writing, listening, and speaking. Speaking is an important aspect of four aspects. Getting used to speaking using English as a daily language is an effort made by the language administrator to optimize the English language program at the Ittihadul Ummah Islamic Boarding School, Jarakan, Ponorogo, which is a modern Salaf-based boarding school.
The purpose of This study are to find data related to (1) The strategies used in language learning programs. (2) The media used in the learning process. (3) The results obtained from the English program at the Ittihadul Ummah Islamic Boarding School.
This study used a qualitative approach with a descriptive type of research. While the data collection techniques observation, interviews, and documentation. The data analysis Technique used in this study is the Milles and Huberman model with the following stages: data reduction, data display, conclusion drawing, and verification.
The results of the data analysis of the optimization of the English program at the Ittihadul Ummah Islamic Boarding School show that 1). The strategies used in the optimization are drilling strategies, metacognitive strategies, and social affective strategies. 2). The English program media used are songs, music, word cards, and games. (3). The results of the optimization of the Pondok Ittihadul Ummah English program made students' English speaking skills increase. improve students' public speaking skills. improve students' English pronunciation skills. the language program at the boarding school has a good influence on English subjects in formal schools and makes students master a lot of vocabulary.
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ACKNOWLEDGMENT
Alhamdulillah, thanks to Allah SWT for the abundance of His mercy and grace so that the reseacher can complete this thesis. The researcher realizes with all his heart that the process of preparing this thesis cannot be separated from the ease and help of Allah SWT. Sholawat and greetings extend to our Prophet Muhammad SAW, as the bearer of the revelation of liberation who has liberated his people from the dark age to the light age, namely Islam.
A struggle for the reseacher in completing this research. The purpose of writing this thesis is to fulfill one of the requirements for obtaining a bachelor's degree at the Faculty of Tarbiyah and Teacher Training at the State Islamic Institute (IAIN) Ponorogo. The title of this thesis is "An English Language Optimization Program At Ittihadul Ummah Islamic Boarding School Jarakan Ponorogo".
The researcher realizes that the writing of this thesis will never be realized and succeeded optimally without the support of various parties. Support in the form of encouragement, guidance, and motivation that is moral and material from various parties. Therefore, with all humility, the researcher would like to thank:
1. Dr. Hj. Evi Muafiah, M.Ag. as The Rector of the State Institute of Islamic Studies Ponorogo.
2. Dr. H. Moh. Munir, Lc, M.Ag. as The Dean of Tarbiyah and Teacher Training Faculty of State Institute of Islamic Studies Ponorogo.
3. Dra. Dhinuk Puspita Kirana, M.Pd. The Head of English Education Department.
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4. Dra. Hj. Aries Fitriani, M.Pd., The Advisor, who had provided a lot of direction, input, and motivation in guiding researcher to complete this thesis well.
5. All of the lecturers in English Department for all their knowledge and guidance.
6. KH. Sayyuti farid as the head of Islamic boarding school ittihadul ummah.
7. Ahmad Kirom, M. Li as the head of special program for language and book (PKPBK) Islamic boarding school ittihadul ummah.
8. The head of the female student’s language administrator has helped this research process.
On behalf of the researcher can only say thank you. May Allah SWT give guidance and abundance of grace and make it a priceless charity and get a better reward from Allah SWT. Finally, with the accompaniment of prayer, I hope this thesis can be useful and beneficial for researchers in particular and readers in general.
Ponorogo, October 25th 2022 Researcher,
Badiah
Nim: 204180145
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TABLE OF CONTENT
RATIFICATION ... i
APPROVAL SHEET ... ii
PERNYATAAN KEASLIAN TULISAN ... iii
DEDICATION ... iv
MOTTO ... v
ABSTRACT ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENT ... viii
TABLE OF APPENDICES ... ix
CHAPTER I INTRODUCTION ... 1
A. Background of study ... 1
B. Research Focus ... 6
C. Research Problems ... 6
D. Research Objective ... 6
E. Significances Of Study ... 7
F. Organization of Study ... 7
CHAPTER II LITERATURE REVIEW ... 9
A. Theoretical Background ... 9
1. English Language Program ... 9
2. English Language Program In Boarding School ... 23
B. Previous Related ... 30
CHAPTER III RESEARCH METHODS ... 34
A. Approaches And Types Of Research... 34
B. Researcher’s Role ... 35
C. Research Setting ... 36
D. Data And Data Sources... 36
E. Data Collection Technique ... 38
F. Data Analysis Techniques ... 40
G. Data Authenticity Check ... 40
CHAPTER IV RESULT AND DISCUSSION ... 43
A. General Description of Research Setting... 43
1. The location ... 43
2. The history of the founding of the Islamic boarding school is ittihadul ummah. ... 43
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3. The form of education and activities of the Al-Ittihad Foundation in
Ponorogo ... 45
4. Geographical location of ittihadul ummah Islamic boarding school. ... 45
5. The program of activities of the Ittihadul Ummah Islamic Boarding School in Ponorogo. ... 46
B. Specific Data... 48
1. The data about strategies for optimizing the English language program at boarding school ittihadul ummah jarakan Ponorogo. ... 49
2. The data about Media For Optimizing Of English Language Program At Boarding School Ittihadul Ummah Jarakan Ponorogo? ... 53
3. The data about the results of optimizing the English language program at boarding schools is ittihadul ummah jarakan ponorogo. ... 55
C. Discussion ... 59
1. The strategies for optimizing the English language program at boarding school ittihadul ummah jarakan Ponorogo. ... 59
2. Media For Optimizing Of English Language Program At Boarding School Ittihadul Ummah Jarakan Ponorogo? ... 61
3. The result of optimizing the English language program at boarding schools is ittihadul ummah jarakan ponorogo. ... 62
CHAPTER V CONCLUSION ... 63
A. Conclusion ... 63
B. .Suggestion ... 63
BIBLIOGRAPHY ... 65
APPENDICES ... 70
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TABLE OF APPENDICES
Appendice: 1 Transcript Of Interview with language administrator ... 1
Appendice: 2 Transcript Of Interview with language administrator ... 3
Appendice: 3 Transcript Of Interview with language administrator ... 5
Appendice: 4 Transcript Of Interview with student ... 7
Appendice: 5 Transcript Of Interview with student ... 9
Appendice: 6 Transcript Of Interview with student ... 11
Appendice: 7 Transcript Of Interview with student ... 13
Appendice: 8 Transcript Of Observation data and activity ... 15
Appendice: 9 Transcript Of Observation data and strategy ... 16
Appendice: 10 Transcript Of Observation media ... 17
Appendice: 11 Transcript Of Observation result ... 18
Appendice: 12 Transcript Of Observation result ... 19
Appendice: 13 Transcript Of Observation advantage ... 20
Appendice: 13 Transcript Of Documentation data ... 21
Appendice: 13 Transcript Of Documentation data ... 22
Appendice: 13 Transcript Of Documentation activity ... 23
Appendice: 13 Transcript Of Documentation activity ... 24
Appendice: 13 Curriculum Vitae ... 25
Appendice: 13 Surat Izin Melakukan Penelitian ... 26
Appendice: 13 Title Change Certivicate ... 27
Appendice: 13 Pernyataan Keaslian Tulisan ... 28
Appendice: 13 Surat Pernyataan ... 29
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LIST OF TABLE
Table 2.1 The Different of Previous Research ... 35 Table. 3. 1 Program Daily Activity Students... 48 Table: 3. 2 Name of The Teacher ... 49
1 CHAPTER I INTRODUCTION
A. Background of study
English is a global language. 1This statement then means that various nations use English to communicate between nations. The definition of the language explains that understanding English and learning English is a very useful and important need that deserves attention because judging from the impact it has, it can provide benefits for the future, both for the world of business, education, and socialization.
The importance of the English language cannot be denied and ignored since English is the greatest common language spoken universally.2 Mastery of English is a basic capital to be able to compete in the era of globalization. Learning English is an important step forward for all goals for the learner.3 With the creation of a highly dedicated generation, it will have a positive impact that can continue to produce quality generations and become a generation that can advance the state of Indonesia in the future.
The state of Indonesia provides English language learning at various levels of education ranging from elementary to junior high, to high school as an effort to keep up with world science and technology developments. The use of English in Indonesia developed in the context of increasing post-colonial educational competence until there was an awareness of the need for development in state education.4 Meanwhile, based on research from the world educational institution, EF English First announced the first
1 Crystal,D, “The Cambride Encyclopedia Of Language 3rd” (Cambridge, University Press, 2000), 2.
2 Rajathurai Nishanti, “The Importance Of Learning English In Today World,” Ph. D Research Scholar, Departement Of Sociology,Bharathidasan University, Tiruchirappali,Tamil Nadu, India 3, No. 1 (2018):
871.
3 Niyozova Aziza Ilyosovna, “The Importance Of English Language,” Tashkent Pedagogical University Named After Nizami Faculty: Foreign Language And Literature Volume: 02, No. Issue: 01 | Jul-Aug 2020 Www.Researchparks.Org (N.D.): 23.
4 Alan Lauder, “The Status And Function Of English In Indonesia: A Review Of Key Factor,”
University Of Indonesia 12 No. 1 (2008): 9.
comprehensive report, on the EF English Proficiency Index (EF EPI) in 44 countries with English proficiency in Indonesia, which is very clear at 34th, while Malaysia is in the top spot. 9th. The EF EPI is the first index to compare the English proficiency of adults in various countries.5 Based on the results of research by EF EPI, it is stated that the English language requires adequate periodic evaluation of both the education system and the curriculum to ensure harmony in the distribution of knowledge.6 Both in formal and non-formal institutions in educational institutions.
Islamic boarding school is a non-formal educational institution where this institution is voluntary and in principle can rely on the intrinsic motivation of its learning citizens.7 Generally, non-formal education operates outside the established school system, these institutions are managed independently by individuals or foundations that can manage them well. Non-formal education must have a vision so that its presence is by the needs of the global era.8 The term non-formal system of education is extraordinary for its ability to “ instantly respond to new education needs, innovation, and implementation of new technologies through the creation of “ tailor-made education programs.9 Non-formal education does not provide some or all of the officially recognized qualifications and there is also no State-controlled system of measures that would provide the same quality of non-formal education as formal education. As is the case with Islamic boarding schools whose programs are not controlled by the State.
5 Byslina Maduwu, “Pentingnya Pembelajaran Bahasa Inggris Di Sekolah,” Universitas Dharmawangsa, 2016, 3.
6 Siti Syamsinar Mappiase & Ahmad Johari Bin Sihes, “Evaluation Of English As A Foreign Language And Its Curriculum In Indonesia,” Canadian Center Of Science And Education 7 No. 10 (2014): 119.
7 Mursalim, “Membangun Interkoneksi Antara Pendidikan Formal, Non-Formal, Dan Informal,”
Universitas Haluoleo, 2008, 2.
8 Siti Romlah, “Sistem Penyelenggaraan Pendidikan Islam Nonformal Di Indonesia,” STAI Pancawahana Bangil 15, No.1 (2020): 12.
9 Jana Petnuchova, “Non-Formal And Informal Education: Where Does It Go In The Slovak Republic?,” Slovak University Of Technology, Trnava, Slovak Republic 6, No. 614625 (2012): 619.
Islamic boarding school is one of the non-formal educational institutions that is managed independently.10 This institution is also referred to as an institution that implements 24-hour learning starting from waking up until going back to sleep. In education, Islamic boarding schools apply various kinds of activities that are deliberately made and adapted to the demands of the times, both in terms of demands on a national and international scale. The Islamic boarding school education system in Indonesia plays a role in supporting the national education program. Such as the procurement of special foreign language learning programs that can support each individual to have high competitiveness and positive value.
Islamic boarding schools generally apply a foreign language program (Arabic) as a special program used in daily communication. As time goes by and the demands of an increasingly modern era, English has also begun to be included in the world of Islamic boarding schools. English is generally applied to modern Islamic boarding schools which have large branches in various provinces such as the Gontor Islamic Boarding School which has even international standards. As for the "salaf"-based Islamic boarding school, there is still a very minority applying English. Many of the salaf Islamic boarding schools only apply Arabic as a foreign language to be studied.
Pesantren, which are traditional Islamic educational institutions in their function as places for teaching science, character building, and preserving religious traditions, are indeed faced with very serious challenges. The maintenance of Islamic traditions and the successors of the next generation of scholars must strive to be developed. This is intended so that pesantren can survive in the face of modernization, especially in the education system.11 As time goes by, it brings new awareness to pesantren leaders.
10 Yusuf Hanafi, “Studi Pembelajaran Seni Membaca Al Qur`An Di Pondok Pesantren Murottalul Qur`An Al-Mubarok Cibeureum Tasikmalaya” (Tasikmalaya, Universitas Pendidikan Indonesia, 2016), 1.
11 Azyumardi Azra, Pendidikan Islam: Tradisi Dan Modernisasi Menuju Milenium Baru (Jakarta:
Logos, 1999), 10.
socio-cultural, socio-economic, and socio-political demands that are always changing open the veil that hinders the insight of leaders and staff and forces them to immediately carry out the development of Islamic boarding school education.12 This is what then makes Islamic boarding schools, especially some Salaf Islamic boarding schools, not to be indifferent to the development of the times and the demands of the times. That is by equating foreign language programs that were previously only Arabic, now in addition to English. So English is also available in "salaf" Islamic boarding schools. With the English language in a Salaf Islamic boarding school, this boarding is also known as a modern Salaf boardig.
The researcher does this research at the Ittihadul Ummah Islamic boarding school in Ponorogo, a boarding with a modern salaf system that is interesting to study. In general, a salaf Islamic boarding school only studies Arabic as the language used every day, both in communicating and in the Koran. However, the Ittihadul Ummah Islamic Boarding School has programmed foreign languages, namely Arabic and English as additional programs. The director of the foundation said that “the English language program has been around for a long time in 2000. This English language program is a boarding program that was once transferred to a formal morning school program, with limited learning time making it less efficient. As is well known English itself requires a longer time in the learning process. So this program was transferred back to the daily boarding program. It turned out that this program had a very good effect on the students.
Santri can speak English and can be competent in language ambassador events, and storytelling organized by the language program administrators. As it is known that not many modern Salaf Islamic boarding schools program English to be applied to daily communication programs because generally Islamic boarding schools that implement
12 Mujamil Qomar, Pesantren Dari Transformasi Metodologi Menuju Demokrasi Institusi (Jakarta:
Erlangga, 2005), 148.
English language programs are modern. So with all the limitations experienced by caregivers and language administrators, the researcher are still trying our best to keep optimizing this program. So little by little this program can provide benefits for students.”13 The existence of English in the Ittihadul Ummah Islamic Boarding School can provide benefits, namely making it easier for students and increasing students' abilities in the academic field.
The Ittihadul Ummah Islamic Boarding School implements a foreign language program as an effort to communicate in daily life. The selected foreign languages are Arabic and English. Which is adjusted to the level of need for the language. The choice of Arabic as a foreign language is adjusted to the Islamic boarding school's similarity to religious knowledge. And the choice of English is adjusted to human needs for English as an international language, this is because there will be many demands in the future for the use of English both in terms of academics and in terms of competing globally.
In this case, the Ittihadul Ummah Islamic Boarding School entrusts the program to the language administrator.
Amid the lack of modern salaf Islamic boarding schools that implement English programs as an additional program within the boarding schools, it becomes an attraction for researchers to find out what the optimization of the English program at the Ittihadul Ummah Islamic Boarding School Jarakan Ponorogo is by the language program administrator and what are the effects of optimizing the English program for the students in Islamic boarding schools.
B. Research Focus
13 “Interview With Gus Kirom”
This research is about the English language habituation program at the Ittihatul Ummah Islamic Boarding School, Jarakan, Ponorogo. The focus of this research is on the administrators of the language program for girls at the Ittihatul Ummah Islamic Boarding School, which is the driving force for the program carried out by the caretaker of the Ittihadul Ummah Islamic Boarding School in Ponorogo, both for daily programs and long-term programs.
C. Research Problems
Based on the descriptions above, the formulation of the problem to be presented in this study is as follows:
1. What are the strategies for optimizing the English language program at boarding school Ittihadul Ummah Jarakan Ponorogo?
2. What are the media for optimizing of English language program at boarding school Ittihadul Ummah Jarakan Ponorogo?
3. How are the result of optimizing the English language program at boarding school Ittihadul Ummah Jarakan Ponorogo?
D. Research Objective
1. To find out the strategy of the English Language Optimization Program At Ittihatul Ummah Islamic Boarding School Jarakan Ponorogo.
2. To find out what media are applied in optimizing English at the Ittihatul Ummah Islamic Boarding School, Jarakan, Ponorogo.
3. To find out the results of an optimization of the English language program at the Ittihatul Ummah Islamic Boarding School.
E. Significances of Study
The benefits of research conducted in an English language optimization program at Ittihatul Ummah Islamic Boarding School Jarakan Ponorogo, are theoretical and practical.
1. Theoretical Benefits
To contribute ideas about an English Language Optimization Program At Ittihatul Ummah Islamic Boarding School.
2. Practical Benefits
a. For researchers, it is useful to know how the administrators of Islamic boarding schools are to an English Language Optimization Program At Ittihatul Ummah Islamic Boarding School Jarakan Ponorogo.
b. For kyai/ustadz, they can develop the administrators of Ittihatul Ummah pesantren so that the programming and management process is more effective.
c. For administrators, this research is expected to be a small bridge to create positive habits that have important values so that the resulting impact becomes a good impact and can advance the planned program.
F. Organization of Study
The systematic of this writing is presented as follows:
Chapter I contains the introduction. This chapter provides a general and comprehensive overview of various matters related to this research. In this chapter, the background of the problem, problem formulation, research objectives, research benefits, and writing systematics are presented.
Chapter II contains a literature review. which explains the theoretical study and previous research studies. This chapter explained the important
points of optimization and its efforts, the diversity of the planned programs and program objectives, the English language, and its relation to the optimization of the language program and its implementation.
Chapter III contains research methods. This chapter describes in general the approach and type of research, research presence, research location, data and data sources, data collection procedures, data analysis techniques, and checking the validity of the data. all of which are related to research problems, namely at the Ittihadul Ummah Islamic Boarding School, Jarakan, Ponorogo.
Chapter IV, in this chapter, contains an explanation of the results and a discussion of the language optimization program at the Ittihatul Ummah Islamic Boarding School, Jarakan, Ponorogo. This section contains a description of the background of the study, and data exposure, research findings.
Chapter V, closing. The last chapter that describes the conclusions from the results of the research on optimizing the English language program at the Ittihadul Ummah Islamic Boarding School, Jarakan, Ponorogo, and also at the same time includes suggestions for research findings. Pesantren Ittihadul Ummah Jarakan Ponorogo and also at the same time include suggestions for research finding
9 CHAPTER II
LITERATURE REVIEW
A. Theoretical Background
1. English Language Program
a. Definition of English Program
A program is a series of actions or activities related to certain long-term goals.14 A program generally includes all of the activities that have been planned which must be carried out simultaneously to complement each other because the purpose of a program is the expected results.
English is the most widespread and important language in the world.15 English is generally used as a medium of communication, English is not only used to communicate between native speakers and non-native speakers but also between native speakers. Although English does not have the largest number of speakers in the world, English is the most widely spoken language in many countries in the world. Especially to communicate and support the competitiveness of each individual both in the world of work as well as academic, social, economic, and political. So it takes basic skills in mastering the English language.
The definition above, it can be concluded that the English language program is an effort to learn English which is made into a program with a certain period that aims to train skills that cover the 4 basic English languages, such as listening, speaking, reading, and writing. With this language program, a new habit will be formed which can improve the quality of each individual, especially
14 “Ofline Dictionary,” N.D.
15 Chusnu Syarifa Diah Kusuma, “Integration English Language In Learning Proccess,” Kajian Ilmu Administrasi Xv (2018): 1.
in English skills. Meanwhile, to get these four abilities, need a strategy for achieving them.
b. Optimization of the English program
Optimization comes from the word optimal which means the best.16 Optimization is referred to as an effort to obtain the highest value or the best results that can provide benefits that are in line with expectations. A program is a series of instructions that are followed to perform a specific task.17 A language is a system of communication which are used by the people of a particular country or region for talking or writing.18
The above definition, it can be concluded that optimizing the English language program is an effort to master the four basic English skills including listening, speaking, writing, and reading which generally become an integral part of a good learning process.
In English lessons, four basic skills must be learned by all students.19 include:
1) Listening
Listening is the first skill and basic ability in learning a new language that beginners have to learn. It is a receptive skill meaning that the language learning beginners receive new words from what they have heard or listened to. The ability to receive will affect the ability to produce. If they are good at listening: as result, they will understand and have a good competency in productive skills namely speaking and writing.20
16 Andreas Halim, “Kamus Lengkap Inggris- Indonesia” (Surabaya: Fajar Mulya, 2005), 172.
17 Https://Www.Collinsdictionary.Com/Dictionary/English/Task
18 Https://Www.Collinsdictionary.Com/Dictionary/English/Language
19 Kasihani K. E. Suyanto, English For Young Learning, (Jakarta: P.T Bumi Aksara, 2010), 23.
20 Nurmala Hendraway, “Loquen English Studies” 1 (2019): 57.
Brown classified the types of listening into 4.21
a) Intensive listening is listening for the perception of the components ( phonemes, words, intonation, discourse markers, etc) of a large stretch of language.
b) Responsive listening is a type of listening to a language that is relatively short or short, the goal is to make an equally short answer or response.
c) Selective listening is a type of listening that processes distances of discourse such as short monologues in a few minutes to scan certain information.
d) Extensive listening is a type of listening that is used to develop a global top-down understanding of spoken language.
The listening process is classified into 2 types, namely the bottom-up process and the top-down process.22
a) Bottom-Up Process is a text-based process. In this process, listeners try to understand what they are hearing, focusing on different parts of the vocabulary, grammar, or sound functional phrases.
b) The top-down process is a process where the listener uses background knowledge or textual schema to be understood by the listener.
A learning plan from listening is divided into 3 stages, namely:
21 H. Douglas Brown, Language Assesment Principle And Classroom Practices (San Francisco:
Longman, 2004), 120.
22 Tong Thi Hue, Proceding Of ILT Up Greades 2019 A Focus On Methodology-Ho An Overview Of Listening Skill Theories (Ho Chi Minh City: University Of Food Industry, 2019), 270.
a). The pre-listening stage is the stage for preparing students for listening assignments. At this stage, students are asked to think about the topic they will listen to.
b). The while-listening stage is the stage where students are asked to do assignments in the text during their listening time.
c). Post-listening stage is a stage where all work related to the listening text is done after listening.23
2) Speaking
The main purpose of speaking ability is to convey messages to other people, namely being able to communicate in a language. The first goal can be achieved through activities while the second goal can be achieved through development exercises. Speaking is defined operationally in this study as the secondary stage of student`s ability to express themselves orally, coherently, and fluently appropriately in a given meaningful context to serve both transaction and interaction purposes using correct pronunciation, grammar, and vocabulary and adopting pragmatic and discourse rules of the spoke language.24
The aspects of speaking ability, including;
a) Pronunciation, including segmental vocals, consonants, stress, and intonation patterns.
b) Correct grammar, the use of language by the arrangement of the order in a sentence, this is an important thing as a measure of success in the use of English.
23 Tong Thi Hue, 274–274.
24 Shiamaa Abd El Fattah Torky, “The Effectiveness Of A Task-Based Intruction Program In Development The English Language Speaking Skills Of Secondary Stage Students” (Ain Shams University, 2006), 30.
c) Fluency, is an important thing to achieve to facilitate the delivery of what will be conveyed without causing errors.
d) Understanding, understanding is needed because the speaker is not only required to know how to produce his words but also to know the meaning of the words spoken and their uses.25 Speaking is classified into 5 basic types, namely; imitative, intensive, responsive, interactive, and extensive.26
a) Speaking imitative is the skill of imitating a word or phrase or sentence.
b) Intensive speaking is a speaking technique that is one level higher than imitative speaking, the purpose of which is to provide learning to speak in any way as an effort to train some of the phonological and grammatical aspects of the language.
c) Speaking responsive is an interaction on a limited level from short conversations, standard greetings, small talk, comments and simple requests, and so on.
d) Speaking interactive is a complex interaction that sometimes only includes many exchanges from the participants.
e) Extensive speaking in oral production and storytelling.
25 Harris.D., Testing English As Second Language (New York: Hill Book Company, 1979), 97.
26 H. Douglas Brown, Language Assesment Principle And Classroom Practices (San Francisco:
Longman, 2004), 141–42.
While the technique in speaking Brown states that 7 techniques can be done in speaking.
a) Using techniques that cover the needs of the learning spectrum, from a language-based focus on accuracy to a focus on messages and interactions.
b) By providing intrinsic motivation.
c) Motivating the use of authentic language in a meaningful context.
d) Provide feedback and provide appropriate corrections.
e) Build a natural relationship between the speaker and the listener.
f) Provide opportunities to initiate verbal communication.
g) Train the development of speaking strategies.
3) Writing
Writing is one of the language skills in learning English.27 Writing skill is considered the most difficult skill compared to other language skills. If a student uses a second language orally, a native speaker can understand and accept imperfect pronunciation. However, if the learner uses the second language in writing, native speakers who read it will have a harder time judging writing that has many spelling or grammatical errors.
The grouping components in writing into 5.28 That is:
a). Content
27 Tiwari Deepak, Encyclopedia Of Modern Methods Of Teaching (New Delhi: Cressent, 2005), 7.
28 Lukman Hakim, “Improving The Students` Writing Skill Through Language Experience Approach ( A Classroom Action Research )” (Makassar, FKIP Unismuh, 2011), 10.
Writing is the stage of combining the 4 basics of writing.
Namely planning, drafting (writing), revising (redrafting), and editing. These three stages are known as responding (sharing), evaluating, and post-writing.
Writing must have good unity. Unity in writing means that each sentence must be related to whose description supports the main idea. Writing must also have completeness between the main ideas that have been written and the development of the main ideas. The goal is to make writing easy to understand.
b). Organization
Organizing in writing is the procedure for compiling and organizing ideas with a series of words. Writing should also include coherence and layout. Coherence is every idea in the supporting sentences related to the main topic sentence. While spatial order is the practice of organizing information, for example describing places, objects, processes, and instructions, based on their fictional locations.
c). Language Use
Writing always involves the use of good and correct grammar. That way the writing will be easily understood by the reader.
d). vocabulary
a writer must master vocabulary and idioms as aspects of language related to the writing process. With vocabulary, the writer is expected to be able to compile and describe widely
his writing so that it becomes a paragraph that can explain the main idea well and clearly.
e). Mechanic
In writing, you must pay attention to the mechanics of writing which includes provisions for capital letters, punctuation, and proper spelling.
There are 5 types of writing, narrative writing, description writing, argumentative writing, persuasive writing, and expository writing.29
a) Narrative Writing
Narrative writing is a type of writing that tells a story in the presentation of his writing while still paying attention to the storyline so that the reader can understand the story.30 b) Description Writing
Descriptive writing is the development of the language used by the reseacher in his writing by using his language.31 c) Cargumentative Writing
Argumentative writing is a type of writing that is used to suggest or also to convince others of the topic being discussed.
Argumentative writing must be able to convince the reader with the information contained in his writing.32
29 Jumriani, “Teaching Writing Skill Using Information GAP Method At Students Of SMK Panca Marga Makassar” (Thesis, Makassar, University Muhammadiyah, 2017), 17.
30 Https://Www.Examples.Com/Education/Narrative-Writing.Html
31 Https://Www.Readingrocket.Org/Strategies/Descriptive_Writing
32 Maulidini Aulia Tasya, “Students’ Difficulties In Writing An Argumentative Essay” (Thesis, Jakarta, UIN Syarif Hidayatullah, 2022), 10.
d) Persuasive Writing
Persuasive writing is a type of writing in which the researcher expresses his own opinion. Its purpose is to show the truth from the reseacher's perspective.33
e) Expository Writing
Expository writing is a type of writing that aims to provide information to its readers.
4) Reading
Reading is a complex process that involves instruction between the reader and the language and ideas of the text.34 It means that reading is a good way to catch all of the directions between us as the reader with the text. Every text of course has ideas so getting the idea in the text is a way to know what the text means.
The types of reading. Such as perspective reading, selective, interactive, and extensive.35
a). Perspective is a type of reading that focuses on broad components of discourse, both letters, words, punctuation marks, and symbols.
b). Selective is an artifact of the assessment format. The point is to ensure the cognition of how someone reads related to lexical, discourse, and grammatical features.
c). Interactive is the translation of language from several paragraphs into one or more pages where the reader
33 Https://Www.Google.Com/Url?Sa=T&Source=Web&Rct=J&Url=Https://Netwolding.Com/Typ es-Persuative-Writing.
34 M. F. Patel, Praveen M. Jain, English Language Teaching (Sunrise: Velahall Nagor, 2007), 113.
35 H. Douglas Brown, 167
understands the meaning and understanding of the contents of the text.
d). Extensive is reading with wider text, more than one page. Such as articles, essays, technical reports, short stories, and so on.
Three stages need to be followed in the reading process. That is;36
a) Pre-reading is to introduce in advance the topic to be discussed. The goal is for readers to feel interested and have a high curiosity about the topics discussed.
b) Whilst reading while reading aims to train students to understand the purpose of the text structure and seek clarity of text content.
c) Post-reading aims to consolidate something that has been read based on the knowledge, ideas, and interests of the students.
c. English Program Strategy
Strategy is a term that refers to a network of thoughts, ideas, insights, experiences, goals, skills, memories, perceptions, and expectations that provide general guidelines for specific actions in pursuit of ultimate goals.37
Strategy is one element in a four-part structure. First are the ends to be obtained. Second are the strategies for obtaining them, and how resources that have been deployed are used or employed. Fourth and last are the resources themselves, the means at our disposal. Thus that strategy and
36 Eddie William, Reading In The Language Classroom (UK: Hert Fortshire Phonix, 1996), 51.
37 Fred Nickols, Strategy Definition & Meanings, 2016, 7.
tactics bridge the gap between ends and means. While English is the object to be studied.
So the language program strategy is an English language learning effort that is carried out based on the learning objectives, which methods will be used, which methods are used, and also the resources themselves. Thus, the strategy and learning English will produce goals that are by the program created. Each language program strategy has a relationship with language learning strategies.
There are 3 types of learning strategies metacognitive, cognitive, and social-affective strategies.38
1. Metacognitive strategies
Namely a strategy that involves processes such as planning for learning, thinking about the learning process, self-correction, and evaluation of learning after the activity is complete.
Metacognitive is divided into 3 components including;39
a) Metacognitive knowledge of metacognitive awareness is something that individuals know about themselves as a cognitive process, the knowledge that can be used as a controller of cognitive processes.
b) Metacognitive regulation/strategy is a sequence of processes used to control one's cognitive activities to ensure that cognitive goals have been met.
38 O’’malley, J. Michael, And Anna Uhl Chamot, Learning Strategies In Second Language Acquisition (USA: Cambridge University Press, 1995), 10.
39 Firinta Togatorop & Bella Visa, “The Effect Of Applying Metacognitive Strategy To Improve Students’ Ability In Reading Comprehension,” JETAFL 4, No. 1 (2018): 4.
c) Metacognitive experiences, can be interpreted as the length of understanding of something.
While the type of metacognitive strategy is classified into 3, namely; planning strategies, monitoring strategies, and evaluating strategies.40
a) Planning strategies are metacognitive strategies that are carried out by readers from the beginning of the reading process to improve reading comprehension.
b) Monitoring strategies, readers use these strategies to do during reading the text. This will help understand the construction of the reading so that it will correct misunderstandings in interpreting the meaning of the reading.
c) Evaluation strategies are used after reading. This will make the reader think critically about the reading text and provide a cognitive assessment and evaluation.
2. Cognitive strategy
The ability to regulate and control the thinking process. Cognitive strategies are also known as strategies that involve knowledge of a learning process, lesson planning, monitoring of learning while learning is in progress, and evaluation after learning is complete.
3. The socio-affective strategy
is a strategy that has a close relationship with social activities and interacts with others.
40 Firinta Togatorop & Bella Visa, 4–5.
There are two ways to use second language learning strategies. The first is a direct learning strategy and the second is an indirect learning strategy.41
a) Live Language Learning Strategy
A direct language learning strategy is a method used by learners in obtaining, storing, experimenting, and utilizing the information obtained. This direct language learning strategy is divided into three types, namely, (1) memory strategy, (2) cognitive strategy, and (3) compensation strategy.
b) Indirect Language Learning
Strategy Indirect learning strategies also play an important role in learning a second language. This is due to the factors associated with learners when learning a second language. These factors are related to the metacognitive, affective, and social factors of the learner.
These factors then become a second language learning strategy.
The socio-affective strategy itself is divided into 2 sub-strategies, namely; asking the question, and cooperation.42 1). With Asking question learning, it is expected that students will ask questions to the teacher or to native speakers to repeat the explanation or give examples of the content of the discussion topic. 2). While cooperative learning is
41 Oxford, R, Language Learning Strategies: What Every Teacher Should Know. (United States Of America: Heinle Publisher., 1990), 14.
42 Brown H. D, The Principlal Of Language Teaching And Learning (New York: Pearson Education, 2007), 154.
used to improve rational relationships between fellow students so that they can work together and achieve common goals.
d. English learning media
Learning media is a tool used in learning to convey material or information from teachers to students.43 Generally, each lesson has a media that is selected and adapted to the learning theme that is considered the most effective for learning objectives and the most optimal. Meanwhile, Miarso (2004) says that learning is everything that is used to channel messages and stimulate the thoughts, feelings, attention, and willingness of the learner so that it can encourage the occurrence.
Anita (2009) distributes media in several types, namely;44
1. Visual media that are not projected, such as caricatures, illustrations, and charts.
2. Projected visual media, such as slides, overhead projectors, and opaque projectors.
3. Audio-visual media, such as radio, cassette, and telephone
4. Audio-visual media, such as television and sound slides.
5. Multimedia, such as interactive media, hypermedia, virtual reality, and multimedia devices.
43 Yanuari Dwi Puspitarini & Muhammad Hanif, “Using Learning Media To Increase Learning Motivation In Elementary School” 4 No. 2 (2019): 58.
44 Anitah, S., Education Technology (Surakarta: Yusma Pustaka, 2009), 27.
Types of Media Used to Teach Speaking Audio, visual, and audio- visual media are the three types of educational medium that are appropriate for teaching speaking.
1) Audio media
The term "audio media" refers to any medium that transmits information in an audible format. The messages are provided using noises in this example. Audiotapes, cassettes, CDs, MP3, and other audio media are extensively utilized in English instruction.
2) Visual media
Visual media is the most familiar medium, and it is often used by teachers in learning. Visual-based media (images or parables) play a very important role in the learning process. This type of media is related to the sense of sight. Visual media can facilitate understanding and strengthen memory. Visuals can also foster student interest and can provide a relationship between the content of the subject matter and the real world. To be more effective, visuals should be placed in a meaningful context and students should interact with the visuals to ensure that information processing occurs.45
Use of visual media in language instruction, visual media are simply described any material that may be
45HM, Musfiqon. Pengembangan Media Dan Sumber Pembelajaran.PT. Prestasi Pustakaraya, Jakarta-Indonesia, 2012, 70.
viewed throughout the teaching and learning process. A visual aid, according to (Wright), is anything that may be seen while the language is being spoken. Pictures, flashcards, flannel boards, puppets, and other visual media are widely employed.46
3) The use of audio-visual media
The two types of media are combined in audio- visual media. It is basically not only seen but also heard.
Audio-visual media includes films, songs, and video recordings.In addition to engaging and motivating students to learn more material, audio materials can be used to:
a) Improve your listening skills and your ability to speak clearly in pronunciation, as well as your ability to evaluate what you've heard.
b) Make a model that will be imitated by students.
c) Plan interesting variations and changes in learning speed for a subject or problem.
Audio media can be used in all phases of learning, starting from the introduction or opening when introducing discussion topics to evaluating student learning outcomes. The use of audio media strongly supports the mastery learning system. It is the use of audio media that must be considered in foreign language
46Wright, A. Visual Materials For The Language Teacher. Essex: Longmanwilson, 1976, 194
learning. Students can listen to the voice recordings of native speakers of the foreign language they are learning to be used as models in pronunciation exercises. Students' own voices and pronunciations are recorded and then compared with existing models (a recording of a native speaker's voice or a recording of a song).47
e. Advantages of learning English
Learning English certainly provides benefits for learners. The advantage for the learners English language are;48
1) it widens understanding
2) through English, it can discover entertainment from around the world.
3) For get enjoy traveling
4) As an asset for a professional career 5) It can develop life skills
6) Help the native language development 7) Helpful when applying for higher education.
2. English Language Program In Boarding School
a. Definition of English language in boarding school
The term Islamic boarding school comes from the Arabic language, namely "funduq", which means hostel or hotel. While the term pesantren
47HM, Musfiqon. Pengembangan Media Dan Sumber Pembelajaran. 89.
48 Diana-Petruta Mahu, “Why Is Learning English So Beneficial Nowadays?” 2, No. 4 October/December (2012): 374–76.
comes from the word santri. So the term Islamic boarding school is a place where students live.49
Islamic Boarding school trains their students harder than public schools.
Various efforts have been made by an Islamic boarding school to create graduates who are fluent in foreign languages. Especially English, where interest in using it for daily life is still very low.50 However, English is a very important language to learn.
Islamic boarding schools must teach or educate students with various main programs. The equality of Islamic boarding school education is very good compared with other formal education. various programs are arranged in such a neat manner and carried out continuously as well as an evaluation of each program making Islamic boarding schools no longer able to be underestimated for the quality of their output.
Islamic boarding schools in the modern era have many excellent programs such as language programs to support the ability to communicate in foreign languages, especially in English. Because in Islam it is explained that human life basically must be balanced between the affairs of the world and the affairs of the hereafter. The language environment is a community environment where members can communicate using the same language, the same language variations, and using the same language code. Therefore, the environment has an important role in language acquisition.51 In this case,
49 Lailil Mukarromah, Suryanto, Amanda, “Pattern Adaption Of Students Perforce Entering Islamic Boarding School,” Universitas 17 Agustus 1945 Surabaya 4 No. 2 (2018): 2.
50 Hidayat M, “The Teaching Of English At Pondok Pesantren Attarbiyahal-Islamiyyah In Paiton Purbolinggo, Magister Thesis, Unpublished” (Malang., Universitas Islam Negeri Malang, 2007), 57.
51 Helmi Abdul Latif, “Needs Analysis Of English For Specific Purposes On Islamic Boarding School Students,” Master Program In Linguistics, Diponegoro University, University Indonesia 3 (2019): 137.
learning English is something that should be studied in the scope of Islamic boarding schools.52
The English language program at Islamic boarding schools is one of the programs held to teach foreign languages as a balance between religious needs and general needs where the purpose of holding an English language program is as early learning to create alumni. alumni who have high quality.
The process of learning English in Islamic boarding schools is divided into two types:53
1. Daily learning activities
Daily learning activities are activities in which a person always tries actively and seriously in learning activities so that he gets to progress to obtain changes in interacting with the environment to produce knowledge, understanding, skills and values, attitudes, and behavior as a result of individual experience or behavior. the response of the stimulus in the interaction in learning and the surrounding environment involves cognitive, affective, and psychomotor.
For daily English learning activities providing vocabulary generally can be used directly for practice. Like the words eat, drink, bathe. This is adjusted to the important role of vocab to be mastered first. Good vocabulary skills will be very helpful in learning other English.
52 Eka Warohma , M. Ilham Abdillah, Dan Siti Mei Arini, “Pendampingan Pembelajaran Bahasa Inggris Dasar Pada Pondok Pesantren Nurul Huda (PPNH) Surakarta,” Manhaj: Jurnal Penelitian Pengabdian Masyarakat 10 No. 1 (2021): 84.
53 Ilham Nurjaman, “English Learning System Inislamic Boarding School,” Yayasan Pendidikan Sahida Bandung XXVIII NO.3 (2013): 508.
2. Weekly learning activities
Weekly learning activities are activities in which a person is required to be actively and truly engaged in learning activities to get change the objectives of the program. The weekly learning program is held only once in 7 days. Generally, the weekly program is usually an additional program or also a program to fill school or campus holidays. In an Islamic boarding school, the weekly language program is usually given material in the form of vocabulary as an effort to add language vocabulary which can be practiced in the daily program.
Islamic boarding school weekly activities are programmed with the contents of 2 materials, namely conversation and speech practice.
a) Conversation
Is the skill of speaking between two or more people.
Generally, these conversations only choose conversations related to English tenses. Thus, it will automatically hone their grammar skills.
b) Speech practice
It is an effort to hone the ability to speak in English so that it will have a good impact on public speaking skills.
b. English learning strategies in Islamic boarding schools
Every Islamic boarding school that implements a language program must have a strategy for learning, as the strategies that can be used in learning
English in Islamic boarding schools include Discussion strategies, Drilling strategies, Question, and answer strategies.54
1) Discussion strategies are a type of activity that involves dividing people into small groups who are then assigned to solve problems or discuss a topic together with predetermined group members.55 2) Drilling strategies are techniques used in foreign language
classes that emphasize the repetition of structural patterns using oral practice.56
3) Question and answer strategies are strategies in learning to read that are related to increasing understanding and mastery of reading texts based on the match between questions and answers.57
The application of student learning in the classroom and outside the classroom for the mastery and language skills of students, namely there are 3 strategies used including:58
1) Learning organizing strategy, namely by making daily and weekly, and monthly schedules inside and outside the classroom.
2) Learning delivery strategy, that the delivery of learning is carried out by Ustadz and Ustadzah using everyday language, namely Arabic and English.
54 Noni Kurniawati & Moh. Ilham Hakim, “Teaching English And Learning Strategies Used At SMP Muhammadiyah Boarding School Zam-Zam Cilongok,” N.D., 13.
55 Fitrah Azizah, “Using Discussion Technique To Improve Students’ Speaking Skill In English”
(Makassar, Universitas Muhammadiyah, 2018), 29.
56 Http://Teffl.Wordpress.Com/2010/06/13/Drilling/
57 Mabruka Zakirah Azzahra, “The Effectiveness Of Question And Answer Relation (QAR) Strategy On Students’ Reading Comprehension Of Explanation Text” (Jakarta, Syarif Hidayatullah State Islamic University, 2020), 14.
58 Sumitro, “Strategi Pengajaran Keterampilan Lintas Budaya Padapengajaran Bahasa Inggris Di Pondok Pesantren.,” MOZAIK: Jurnal Ilmu Humaniora 11 No. 1 (2012): 117.
3) Learning management strategy by managing and evaluating learning achievement.
c. English learning media in Islamic boarding schools
The media used in learning English are very simple tools such as blackboard and whiteboard, tape recorder, pictures, library, computer laboratory, and realia that used in The Nurul Falah Islamic Boarding School.59
1) Whiteboard is one of the learning media used by the teacher in the classroom.60 Whiteboard itself is divided into 3 types of materials, namely melamine, porcelain, and glass.61
2) Tape-recorded is a machine used for recording and playing music, speech, or another sound.62 Tape records can be used for listening, this will provide information to students not only about vocabulary and grammar but also about pronunciation, intonation, rhythm, stress, and tone.63
3) Pictures are one of the visual aids that can be used in the process of learning and teaching speaking. Pictures can also be used to create a more active and clear speaking class situation. Images can come from a variety of sources. Such as magazines, professionally published materials, postcards, photos, and others.64
59 Dwi Pramesti, “The Teaching At Pondok Pesantren Nurul Falah” (Thesis, Jakarta, UIN Syarif Hidayatullah, 2018), 87.
60 Marthen B. At All, “Prototype Of Slidingwhiteboard As Physics Learning Media Based On Thinking Processed Review,” Journal Of Science And Science Education 2 (May 2018): 7.
61 Https://Www.Display2go.Com/Guide/The-Difference-Between-Porcelain-Melamine-Glass- Whiteboard-4#:~:Text=The%20three%20main%20types%20of,Melamine%2c%29porcelain%2c%20glass.
62 Https://Www.Collindictionary.Com/Dictionary/English/Tape-Record
63 Https://Sites.Google.Com/A/Myport.Ac.Uk/Su-Chin-S-Site/
64 Harmer & Jeremi, “How To Teach English” (England: Person Education Limited, 2007), 9.
4) Library is defined as a place where books, manuscripts, music scores, or other literary and artistic materials are stored, for use but not for sale, and as a place for storing administrative collections.65
5) Computer laboratory is a place for scientific experiments, measurements, or scientific training related to computer science and has several computers in one network for use by certain groups.66
6) Reality media are tools used in the real teaching and learning process, which can be seen, heard, and touched directly. Reality media is a tool that can attract and make it easier for students to understand the lesson.67
d. The advantages of learning English in Islamic boarding schools
Studying foreign languages in Islamic boarding schools can provide many benefits and uses, as concluded that some of the results of foreign language learning applied to students in Islamic boarding schools brought several results, as follows;68
1) The breadth of opportunities provided by pesantren to students who can practice fluency and flexibility in practicing the target language.
2) Practicing direct daily communication, students can build a language environment conducive to and supports the success of foreign
65 Https://Www.Lisedunetwork.Com/Library-Definition-And-Meaning/
66 Https://Id.M.Wikipedia.Org/Wiki/Laboratorium_Komputer#:
67 Sartika Andi Patau, “The Use Of Realita As Media In Teaching Speaking,” Sintuwumarosojet 3 No.1 (August 2017): 27.
68 Ana Magfiroh, “From Daily To Fluency: Melejitkan Kemampuan Bahasa Asing Dengan Aktifitas Bahasa Harian,” Universitas Muhammadiyah Ponorogo 01 No. 2 (2015): 8.
language learning so that they feel they can live in the native language environment.
3) Daily language activities can trigger students' motivation to speak a foreign language so that it will become a language habit and become a new character for students.
4) By designing a language activity, unconsciously it becomes an unconscious language acquisition process.
5) Students can master language competence well, as well as grammar competence and communication competence.
B. Previous Related
Literature Review is a study to sharpen the methodology, strengthen theoretical studies and obtain information about similar research that has been carried out by other researchers.69
Optimization of the Foreign Language Habituation Program at the Darunnajat Bumiayu Brebes Modern Islamic Boarding School conducted by Yulistiya Purwaningsih. The formulation of the problem "How to optimize the foreign language habituation program in the modern Islamic boarding school Darunnajat Bumiayu Brebes", uses a qualitative research method with a descriptive approach. It is in conclusion that the optimization of foreign languages in Darunnajat Modern Islamic Boarding School cannot be separated from the word management which begins with the planning stage, organizing, implementing, and supervising. The results of the study indicate that the optimization of the foreign language habituation program in the modern Darunnajat Islamic boarding school cannot be separated from the word management, especially in the direction function where this function is very important in optimizing
69 Sudarwan, Menjadi Peneliti Kualitatif (Bandung: Pustaka Setia, 2002), 105.
